Seven standards, one useful choice
Read the seven in plain language, choose the capability your unit needs, then decide what evidence would make it visible.
The standards
The names and numbering are the official frame. The “try it” and evidence lines are classroom guidance for this resource.
Student move: set a learning goal, select useful digital support, act on feedback and explain progress.
Try it: let students choose one of two evidence formats, then add a short note explaining how that choice helps them show the intended learning.
Collect: the goal, one feedback-driven change and the student’s final reflection.
Student move: make safe, legal, ethical and inclusive choices in digital spaces.
Try it: give students a publishing scenario and ask them to mark consent, privacy, attribution and audience decisions before posting.
Collect: the decision checklist and one justification where values or risks compete.
Student move: search strategically, evaluate the origin and quality of sources, and build a credible understanding.
Try it: compare a primary source, a trusted secondary source and an AI response to the same question, then trace every usable claim to evidence.
Collect: the source comparison and a synthesis that makes the student’s reasoning visible.
Student move: define a problem, develop and test ideas, learn from constraints and improve a solution.
Try it: require a deliberately rough first version, feedback from a named user and one documented change before the final outcome.
Collect: first version, feedback, revised version and the reason for the change.
Student move: break down a problem, represent data, identify patterns and design a repeatable process.
Try it: ask students to turn a complex subject process into inputs, decisions and steps, then test it against a new case.
Collect: the decomposition, model or algorithm and the result of the test.
Student move: select a format and platform that suit the purpose, audience and message.
Try it: have students communicate the same idea to two audiences, changing the format or language and justifying each decision.
Collect: both versions and the audience-based design rationale.
Student move: use digital tools to work with others, examine different perspectives and contribute to a shared result.
Try it: structure a shared document so each group must add evidence from a distinct context, respond to another perspective and agree a combined conclusion.
Collect: contribution history, peer response and the jointly produced outcome.
Subject lens
Use these starting points to connect a standard to real disciplinary work. Then keep your own learning objective and subject criteria in charge.
1.6: adapt one argument for a formal reader and a peer audience, then justify the rhetorical and media choices.
1.7: exchange short authentic messages with another group, then reflect on a cultural or language choice that changed.
1.3: compare sources with different origins and purposes before constructing an evidence-based account.
1.5: clean, represent and model a dataset, then explain the limitation of the chosen method.
1.4: show a draft, test it with an intended audience and document how feedback changed the work.
1.4: connect investigation, specification, prototype, testing and iteration to a clearly named user need.
1.1: use self-collected performance data to set a goal, adapt practice and explain improvement.
1.2 or 1.3: make source, consent, attribution and AI decisions visible in the process evidence.
Use the standard to sharpen student process in TOK, EE, an IA, the Reflective Project or personal and professional skills. Do not rewrite official assessment criteria.
Make the choice useful